North Sydney Girls High School
An Introduction to Shakespeare
Stage 4 Year 7
Rationale
This cultural heritage unit is designed to give students an experience of the culturally
significant works of William Shakespeare. It introduces students to the world of
Shakespeare, including Shakespeare’s life, and the era that encompassed his life,
whilst introducing students to some of his plays and language.
Students will engage with the language of Shakespeare through a variety of excerpts
from different plays. The Shakespearian context will be introduced through student
research and supported by their independent reading of the fiction text, King of
Shadows.
Outcomes
1. A student responds to and composes texts for understanding, interpretation,
critical analysis and pleasure.
Students learn to:
1.1 respond to imaginative, factual and critical texts, including the required range of
texts, through wide and close listening, reading and viewing
1.3 compose imaginative, factual and critical texts for different purposes, audiences
and contexts
1.7 respond to and compose texts beyond the literal level
1.10 describe and explain qualities of language in their own and others’ texts that
contribute to the enjoyment that can be experienced in responding and composing.
Students learn about:
1.11 the ideas, information, perspectives and points of view presented in
imaginative, factual and critical texts
1.13 the ways their own background and experience affect their responses to texts
1.15 the forms and features of language, the structures of texts and the nature of
content that enables categorisation by content, composer and genre
1.18 inference, figurative language and alternative readings as strategies for
responding to and composing texts beyond the literal level
1.20 the complexity of meaning in texts.
2. A student uses a range of processes for responding to and composing texts.
Students learn to:
2.1 use a range of listening, reading and viewing strategies, including skimming,
scanning, predicting and speculating, reading and viewing in depth and rereading and re-viewing, according to the purpose and complexity of the texts
2.2 use and adapt the processes of planning, drafting, rehearsing, responding to
feedback, editing, and publishing to compose texts over time
2.6 respond to their own and others’ compositions by considering ideas, images,
information, linguistic and visual forms and features, tone, style, and type and
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structure of text, with reference to their appropriateness for the text’s purpose,
audience and context.
Students learn about:
2.9 techniques for planning and rehearsing including brainstorming, mind mapping,
storyboarding, role-play and improvisation
2.13 alternative ways of expressing ideas
2.14 the importance of originality and inventiveness.
4. A student uses and describes language forms and features, and structures
of texts appropriate to different purposes, audiences and contexts.
Students learn to:
4.1 identify and describe the purpose, audience and context of texts
4.3 adapt texts for different purposes, audiences and contexts and articulate the
effects on meaning
4.5 selectively use dictionaries, thesauruses, spellchecks and other reference texts.
Students learn about:
4.7 the effectiveness of specific language forms and features and structures of texts for
different purposes, audiences and contexts and for specific modes and mediums
4.8 the ways in which specific language forms and features and structures of text are
used to shape meaning including:
 in written texts: medium, organisation, sentence structures, grammar,
punctuation, vocabulary and spelling, the use of formal or colloquial language
and figurative language
 in spoken texts: medium, organisation, sentence structures, grammar,
punctuation, vocabulary, cues, nonverbal language, tone, pitch, intonation and
volume
 in visual texts: medium, organisation, colour, layout, perspective, focus, camera
angles and editing
4.13 the metalanguage of subject English used to describe, discuss and differentiate
texts and their language forms, features and structures.
8. A student makes connections between and among texts.
Students learn to:
8.1 identify, compare and describe the connection between spoken, written and
visual texts with similar subject matter, such as a book and its film adaptation or
various descriptions of an incident.
Students learn about:
8.5 the ways in which meaning is shaped by form, structure, style, personal
perspective and by the composer’s purpose and audience
8.6 the ways in which use of detail, perspective and choice of vocabulary connect
texts.
10. A student identifies, considers and appreciates cultural expression in texts.
Students learn to:
10.1 recognise and consider cultural factors, including cultural background and
perspective, when responding to and composing texts
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10.3 identify and describe cultural expressions in texts
10.4 identify and describe the ways assumptions underlying cultural expressions in
texts can lead to different reading positions.
Students learn about:
10.7 cultural assumptions in texts including those about gender, ethnicity, religion,
youth, age, sexuality, disability, cultural diversity, social class and work
10.10 key cultural stories including Dreaming, myths and allegories, what they
represent and the ways they have influenced other texts.
Resources
Cooper, Susan: King Of Shadows
Hamilton, Elaine (ed): A Taste of Shakespeare, 1981, Longman.
Manning, M and O’Sullivan, R Changing Contexts Book 4, A practical English
Course, (1997) Oxford University Press (pp. 85–89).
O’Brien, Veronica, Teaching Shakespeare, (1982) British Library
Video, Shakespeare: A Day at the Globe. The Centre for humanities, New York,
Distributor Maxwell’s Collection.
Web site http://hosted.ukoln.ac.uk/stories/stories/cooper/king/index.htm
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Syllabus
content
Teaching and learning experiences
Whole class brainstorm activity
1. Students brainstorm knowledge of Shakespeare and Shakespeare’s
plays. Issue the novel, King of Shadows
1.1, 1.10 a) Study of the cover.
2.1. 10.3
 Students identify the visual features on the cover and predict
what each visual item represents of the world of the novel and
of Shakespeare (i.e. the Globe, a rat, lion, plane, skull, large
1.11,
volume book)
1.15,8.5,
b) A close reading of Chapter One
8.6, 10.7,  Teacher led discussion on the world of the novel related to the
10.10
theatre and A Midsummer Night’s Dream.
Examples of points for discussion:
 Page 2 ‘this company is a family, a big family’ / ‘nothing is more
important than the company ‘ - theatre and the importance of trust
in the company
 Shakespeare’s context, 400 years ago
 Gender: only boys perform, no female performers
 The Globe Theatre
 Midsummer Night’s Dream
Students to read novel at home, while class focuses on contextual
research during the next few lessons. The novel is used in this unit to
support students’ learning about Shakespeare and his times and
works. There are no activities based specifically on the novel.
1.3,
Group research task: biographical and contextual information on
1.10
Shakespeare’s life, his work and his world.
1.11
Areas for research may include:
2.1
 Shakespeare’s life
2.2
 Shakespeare’s work and categories of comedy, tragedy, history
2.6
 Queen Elizabeth 1 and the Elizabethan Age (living standards)
2.14
 Witchcraft and superstition
4.1
 Elizabethan theatre and entertainment
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Assessment
Quality teaching
Background
Knowledge
Deep knowledge
Substantive
Communication
High Expectations
Deep Knowledge
Knowledge
integration
Syllabus
content
4.4.7
4.8
Teaching and learning experiences
Assessment
Quality teaching
In groups students research information on the above areas and
design an information leaflet on William Shakespeare and his world for
an audience not familiar with his work and world.
Teacher led lesson on leaflet structure and features. Teacher brings in
an example of an information leaflet and deconstructs its features with
the class. Note: this will either be learning or revision lesson.
Students present their leaflet to the class in an oral presentation
explaining its various features: content, layout and visual features and
how these achieve its purpose of informing the audience about
Shakespeare and his times.
Student direction
Task:
group
Information
leaflet and
individual
reflection
Leaflets are displayed in a gallery in the classroom. Students view and
share responses the leaflets through class discussion.
Self evaluation of leaflet: students write a half page reflective
statement evaluating their own group leaflet.
Introduction to Shakespeare’s plays and language features
Excerpts from: A Midsummer Night’s Dream, Romeo and Juliet,
Macbeth, Hamlet, The Merchant of Venice* (not available in A Taste
of Shakespeare - alternative excerpts to be provided by the teacher).
1.10, 4.5, The following activities centre on students’ exploration of the selected
4.8, 8.6
extracts.
1.1,
1.7, Students read excerpts from the plays (each excerpt is accompanied
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Intellectual Quality:
Metalanguage
Syllabus
content
Teaching and learning experiences
1.11, 1.13, by a summary which enables students to put the excerpt and the play
1.20, 10.1, into a context).
10.4,
10.10
(a) Shakespeare metalanguage activity: this activity introduces and
pre-tests students’ knowledge of Shakespearean dramatic techniques
(eg. soliloquy, aside, prologue – as listed in Appendix 1). Focus on
examples of each from the above range of plays: students analyse
1.3, 2.2
examples in groups to create their own definitions (including generic
features and dramatic purpose). Students complete Appendix 1 then
write a short explanation of the dramatic function of each technique.
(b) Pre-test knowledge of Shakespearean language via a word
match activity. See Changing Contexts 4 page 89, for example, anon farewell or see you soon.
 Formulate a class vocabulary list of basic terms used in
Shakespeare as each excerpt is studied. This list is added to as
words arise through reading of excerpts.
(c) Appreciation of Shakespeare’s creation of English idiomatic
expressions. These should be identified and recorded as excerpts
from each play are studied.
The first excerpt that should be examined is A Midsummer Night’s
Dream in A Taste of Shakespeare, pp 40–41 Act I, Scene i, lines 226251. This should be a teacher-led deconstruction of the excerpt.
 As a class closely examine the excerpt and deconstruct its
meaning and vocabulary. For example: setting in ancient
Athens, mythological names, cultural customs such as girls
obeying father, arranged marriages.
 Discuss cultural significance i.e. why we study Shakespeare,
such as the universal ideas: friendship, trust, love.
Activity: dramatisation of excerpts. This involves students improvising
in small groups.
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Assessment
Quality teaching
Higher order thinking
Significance:
Cultural knowledge
Connectedness
Quality Learning
Environment:
Student self
regulation
Substantive
communication
Syllabus
content
1.3
1.10
Teaching and learning experiences
A follow up discussion relating the situation of the excerpt to a modern
day context.
Subsequent excerpts are to be analysed by the students. This could
be carried out in small groups, where students would examine
meaning and perform a scene.
Groups report back to the class on their readings of the excerpts
Other related activities for particular excerpts
1. Macbeth: Creating your own spell (based on additional excerpt Act
IV, scene i). Use the same language style, syllabic pattern and metre
as in Shakespeare’s text.
Assessment
Quality teaching
Background
knowledge
Deep understanding
metalanguage
2. A Midsummer Night’s Dream insults:
Students form a circle and in pairs insult the person next to them using
gibberish. Then through class discussion identify the sound qualities of
the language of insults, e.g. short, sharp, ‘er’.
From a list of insults students choose a line and deliver it.
Using Act III, scene ii, analyse the language of insults e.g. racial
insults e.g. ‘Ethiope’
10.3
3. Play Fun trivia quiz at <www.funtrivia.com/playquiz.cfm>.
Choose basic quiz. Or <http://www.funtrivia.com> and go to ‘Literature’
then ‘Shakespeare’, then ‘MND’
Assessment
1.3, 1.10, Task 1
1.11, 2.2, Information leaflet: (group task): Reading, writing, speaking, listening,
2.6, 2.14, viewing and representing.
4.1, 4.3
This task will assess the following:
 ability to research
 ability to synthesise information
 group work skills
 ability to use appropriate language features, structure and form
appropriate to purpose and audience
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Higher order thinking
Syllabus
content
Teaching and learning experiences
Task 2
End of unit quiz: writing, reading. See Appendix 2
This task will assess students’ knowledge and understanding of
Shakespeare’s works, world and language.
Additional content
The following activities are designed to broaden and deepen students’
skills, knowledge and understanding of texts that are significant in
historical, social and cultural contexts. The activities involve
responding to and composing texts of increasing sophistication and
complexity.
8.1, 8.5, 1. Reading and reading log
10.1, 10.3, Students select and read a Shakespearean play, either one introduced
10.4, 10.7, in the unit or another of their own choosing. Students are to keep a
10.10
reader’s journal that records their thoughts and impressions as they
2.13
read the text. A minimum of five entries should be written. There
should be at least one entry per Act.
Focus questions:

What is your response to the main characters?

Do you sympathise with them? Why, why not?

What is your reaction to the events of the play? Explain your
reaction.

What other contemporary texts does the play remind you of?

In what ways are they similar?

Comment on the experience of reading the play rather than what
you think would be the experience of viewing it.
Present your ideas on this using Inspiration computer software
program to create a concept map.
Assessment
Quality teaching
10.10
View a selection of film versions of the play to compare different
interpretations of Shakespeare’s script. Write a reflective response
about the similarities and differences between the film versions and
compared to your own interpretation.
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Deep understanding
Syllabus
content
Teaching and learning experiences
2. Critical response to text
1.1, 1.7, Students visit the website
1.10, 1.18, <http://hosted.ukoln.ac.uk/stories/stories/cooper/king/index.htm> in
order to express their opinion of the novel, King of Shadows. Students
2.6, 2.14
to explain how the novel contributed to their understanding of
Shakespeare. A downloaded copy of their response is to also be
pasted into their workbooks for the teacher’s assessment
10.1, 10.3, 3. Research
10.4, 10.7, Students research a contemporary director of Shakespeare’s plays (for
10.10
example, Baz Luhrman, John Bell, Kenneth Branagh, Barry Kosky).
Consider their style, interpretation of particular plays, their purpose in
bringing their interpretations to the stage or screen, etc). Create a
PowerPoint presentation or design a homepage about the composer
with relevant links.
or
Students research the controversy surrounding the authorship of
Shakespeare’s plays (e.g Christopher Marlowe, Francis Bacon)
through material such as the Australian documentary, Much Ado about
Something by Michael Rubbo.
1.1, 1.7, 4. Director’s interpretation
1.10, 1.20 Students are to choose one of the scenes studied in class and using
their own interpretation compose a set of director’s notes.
Points to consider when exploring the text:
Social purpose; attitudes, values and knowledge being passed on
through stories; expectations of characters; how they want each
character to present to the audience; what set and setting will they use
and why; what messages they wish to emphasise and how they will
convey this to the audience. They could present a scene for the class.
1.3, 1.7, 5. Performance
2.9, 2.13, In groups students are to select a scene from an excerpt examined in
2.14
class and perform it, basing it on their own interpretation. During the
discussion, interpretation and preparation stages each group member
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Assessment
Quality teaching
Deep understanding
Substantive
communication
Higher order thinking
Problematic
knowledge
Deep knowledge
Syllabus
content
Teaching and learning experiences
is to keep a reflection journal documenting the process.
Following the performance students explain to the class the reasons
for their interpretation and how this interpretation was realised through
costume, delivery of lines, movement, etc.
1.3, 1,7, 6. Composition
1.15, 2.2, Students choose a scene from one of the excerpts and write an
4.7, 4.8, additional speech in the language of Shakespeare. Write a soliloquy,
4.15, 10.3 prologue or epilogue.
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Assessment
Quality teaching
Appendix1
Shakespeare’s language
Match the words to the definition
aside
prologue
blank verse
epilogue
dramatic irony
soliloquy
monologue
tragic hero
1. A character has the potential for greatness but has a fatal flaw that brings about
their own downfall and that of other characters ………………………..
2. A speech on stage in which a character expresses his or her thoughts aloud to
the audience. It is not heard by the other characters ………………
3. Words spoken to the ‘side’ when conversing. This is usually directed to the
audience and is not heard by the other characters …………………………...
4. The introductory words of the play before the first scene ……………………
5. Unrhymed verse written in ‘metre’ (rhythm) called iambic pentameter (ten
syllables or five beats per line) …………………………………………………
6. This occurs when there is a difference between what is known by the audience
and what is known by the characters ………………………………
7. The concluding speech which follows the last scene of the play ……………
8. A long speech or poem spoken by one character but addressing another
character …………………………………………………………………………
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Appendix 2
Name: ……………………………………………
Class: ……………….
End of unit quiz
Part A: Short answer section
1. In what year was Shakespeare born?
2. Before theatres were built, where were plays performed?
3. What was the main stage called in Shakespeare’s time?
4. Besides plays what else did Shakespeare write?
5. Elizabethan era refers to …………………………..
6. List any three facts you know about Shakespeare:
i.
ii.
iii.
7. What happened to the Globe Theatre in 1613?
a) How did this occur?
b) How was this incident resolved?
8. What was so different about the actors in Shakespeare’s time?
9. List three of Shakespeare’s plays.
10. Define the term “tragedy
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Part B: Multiple choice quiz
Select one answer only and circle it.
Provide a brief explanation for your choice in each question.
1. The following quotation is from which play:
Good-night, good-night! Parting is such sweet sorrow
That I shall say good-night till it be morrow
a)
b)
c)
d)
Macbeth
A Midsummer Night’s Dream
Romeo and Juliet
Hamlet
Who said it? ………………………………………………………………………
Who is it said to? …………………………………………………………………
Briefly, what does it mean?
………………………………………………………………………………………
………………………………………………………………………………………
2. Who is not a character in Macbeth:
a) Hecate
b) Horatio
c) Banquo
d) Duncan
3. Macbeth is a:
a) comedy
b) tragedy
c) history
Briefly explain: ………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
4. Lord what fools these mortals be is a quote from:
a) Romeo and Juliet
b) Hamlet
c) A Midsummer night’s dream
d) Macbeth
Who says it and why? ………………………………………………………………
…………………………………………………………………………………………
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5. To Be Or not to be – that is the question;
Whether ‘tis nobler in the mind to suffer
The slings and arrows of outrageous fortune,
Or to take arms against a sea of troubles,
And by opposing them ? To die, to sleep –
This is one of Hamlet’s most infamous soliloquies (Act III, scene i.)
What do you think he is saying?
a) He doesn’t know who and where he is. He is very confused about his identity
at this point.
b) Hamlet is contemplating suicide. He doesn’t know whether he can live on and
face his problems or not deal with them by killing himself.
c) Hamlet is planning the murder of Claudius but with great difficulty.
d) Hamlet thinks the ghost of his father is a figment of his imagination and
immensely troubled by this.
Briefly explain your choice:
............................................................................................................................
............................................................................................................................
............................................................................................................................
6. A soliloquy can be defined as:
a) Words spoken on the side when characters are conversing. They are heard by
the audience, but not by the other characters.
b) The introductory words of the play before the first scene.
c) The use of words and phrases which stand for something apart from their
literal meaning.
d) A speech on stage which expresses one character’s thoughts aloud to the
audience. It is not heard by other characters that may be on stage.
Briefly explain your choice:
............................................................................................................................
............................................................................................................................
............................................................................................................................
8. Which meter does Shakespeare use in his plays and sonnets:
a) iambic tetrameter
b) iambic hexameter
c) trochaic pentameter
d) iambic pentameter
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